| Abstract | Samovrednovanje je proces u kojem učitelji, učenici i roditelji vrše procjenu/samoprocjenu rada škole. Analizom rezultata samovrednovanja otkrivaju se područja koja treba osnažiti, podići im razinu kvalitete te se pristupa izradi razvojnih planova koji definiraju zadaće i aktivnosti za djelovanje na unaprjeđenju tih područja. Provedeno akcijsko istraživanje opisano u ovom radu imalo je za cilj ispitati stavove učitelja o samovrednovanju te ispitati mišljenja ravnateljica o povezanosti samovrednovanja s razvojnim planiranjem kvalitete procesa učenja i poučavanja u osnovnim školama otoka Hvara. Da bi se postigao željeni efekt procesa samovrednovanja, nužno je prvo utjecati na podizanje kvalitete učenja i poučavanja kako bi učitelji izbjegavali društveno poželjne odgovore i objektivno, nedvojbeno te zadovoljno procijenili vlastiti rad. U isto vrijeme nužno je u školama, osmišljenim aktivnostima, kontinuirano stvarati pozitivno suradničko, otvoreno i iskreno okruženje u kojem se cijeni rad, zalaganje i profesionalni rast i u kojem vlada međusobno povjerenje kako u u kolege, stručne suradnike, ravnatelje tako i u roditelje učenika, i obrnuto. Tada bi se moglo očekivati da učitelji zbiljski počnu prihvaćati samovrednovanje kao alat koji im pomaže uspostaviti trajan samonadzor nad vlastitim radom, unaprijediti vlastiti rad kako bi bili zbiljski sukreatori kulture kvalitete u svojoj ustanovi. Na tome se temelji smisao Akcijskog plana koji je prezentiran u ovom radu i koji je zamišljen kao instrument premošćivanja svih uočenih prepreka poimanja i provođenja samovrednovanja te koji na taj način predstavlja jedan od mehanizama čijom se provedbom utječe na povećanje kvalitete rada školske ustanove. Ipak, u procesu podizanja kvalitete rada školskih ustanova nužna je podrška obrazovnih politika koje bi trebale odgovoriti na potrebu upravljanja sustavom kvalitete u našim školama. Ova problematika iziskuje strateški pristup te osmišljene ciljeve i aktivnosti usmjerene prema poboljšanjima svih kategorija kvalitete, osobito kategorije procesa unutar škole koji se odnose na učenje i poučavanje te vrednovanje učeničkih postignuća. Iskustva su pokazala da bi se, uz sinergijsko djelovanje vanjskog vrednovanja i samovrednovanja, školama moglo pomoći da steknu bolji uvid u to gdje su pozicionirane u odnosu na očekivani standard, a kako bi znale što moraju mijenjati i unaprjeđivati te kako to učiniti |
| Abstract (english) | Self-evaluation is a process in which teachers, students and parents evaluate/self- assess the work of the school. After analysing the results of the self-evaluation, the areas have been revealed that need to be strengthened by raising their quality level, so we set development plans that define the tasks and activities to improve these areas. The purpose of the action research described in this paper was to examine teachers' attitudes about self-evaluation and to examine the connection between self-evaluation and the development planning of the learning and teaching quality process in elementary schools on the island of Hvar. In order to achieve the desired effect of the self-evaluation process, it is first necessary to influence the improvement of the learning and teaching quality so that teachers start avoiding socially desirable answers and objectively evaluate their own work. At the same time, it is necessary, through planned activities, to continuously create a positive collaborative, open and honest school environment in which work, commitment and professional growth are valued and in which there is confidence in colleagues, professional associates, principals, students’ parents, and vice versa. Then it could be expected that teachers really start to accept self-evaluation as a tool that helps them to establish permanent self-monitoring of their own work and to improve their own work in order to be the real co-creators of the quality culture in their institution. This is the purpose of the Action Plan presented in this paper, which was conceived as an instrument to overcome all the perceived barriers to the understanding and implementation of self-evaluation, and which represents one of the mechanisms whose implementation affects the increase in the quality of the school's work. Nevertheless, in the process of raising the work quality of school institutions, the support of educational policies, which should respond to the need of managing the quality system in our schools, is necessary. This issue requires a strategic approach and designed goals and activities aimed at improving all quality categories, especially the categories of school processes that relate to learning, teaching and evaluating students’ achievements. Experience has shown that, with the synergistic actions of external evaluation and self-evaluation, schools could be helped to gain a better insight into where they are positioned in relation to the expected standards together with what they need to change and improve and how to go about it. |
